Matemática e ancestralidade: Jogos Tradicionais Africanos no ensino de matemática no ensino médio em uma Escola Pública Baiana

Abstract

This study aims to investigate the use of African games as a pedagogical tool for teaching mathematics in high school. The proposal originated from a practical activity carried out with students, in which groups researched the origins and rules of African games, built the game boards, and presented the games in the classroom, integrating mathematical and cultural knowledge. The theoretical framework of the research is grounded in the principles of Ethnomathematics and Afroethnomathematics, understood as approaches that promote decolonial educational practices. Methodologically, it is a qualitative, exploratory study with elements of action research. The data collected through observations and student reports show that the activity stimulated logical reasoning, strategic thinking, student collaboration, and the appreciation of knowledge from the African continent, contributing to a more critical, inclusive, and culturally plural teaching practice.